KOUNIN INSTRUCTIONAL MANAGEMENT PDF

Before beginning his work Kounin felt that most people thought that instruction and disciple were two separate entities. Instruction, the skills presented for. Kounin found that teachers who use effective instructional management keep their students focused on learning tasks and minimize behavior. According to Kounin, good classroom management depends on of the teacher moving the class from one instructional activity to the next.

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Exploring the Theories of Instructional Management: Jacob Kounin by Casey Wun on Prezi

Another example, if the teacher is in the middle of a lecture and a student enters the room the teacher should make eye contact with the student, have an area for the student to turn in work, and continue with the lesson. The teacher can have procedures that will allow the teacher to be effective when two situations occur at the same time.

A green card could stand for Lizzy, Gary, and Greg to be at the Math station. Transitioning from one activity to another without disruptions. The teacher can use other non-verbal techniques to show students that they are alert and care about the well-being of all students. Momentum is the flow of a lesson. Group focus is the ability of a teacher to engage the whole class using techniques such as building suspense or asking community questions.

Using smoothness, what could you do as a teacher to prevent Brad from yelling out? Lutz Baldwin-Whitehall School District.

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Why is classroom management important? The teacher must not remain idle at any time.

Theory of Instructional Management by Jacob Kounin

Is done by letting students know what is going to happen next in class and sticking to it example: Overlapping is closely related to withitness, without one effectiveness would be reduced. As the teacher got up and walked toward the board, she instructinoal something like, “Let’s look at these arithmetic problems on the board. The rules must be taught on a daily basis over a period of weeks or even months and then reinforced.

Encouraging accountability may work with Sara. Views Read Edit View history. Thank you for interesting in intsructional services.

Ability to have instrutional movement throughout a lesson. What do you think? He cannot seem to focus on one activity till he knows what is coming next.

Classroom Management Theorists and Theories/Jacob Kounin

So students started to move from their seats to see what is going on outside. Please fill this form, we will try to respond as soon as possible. This needs to be considered by teachers when planning.

Models, Applications, and cases 2nd ed. He learned that teachers were always receiving similar responses from their students no matter how they reacted to misbehavior in the classroom.

In an elementary setting, the teacher could pair up the class in groups of students and assign a team name.

Communicating to students that their participation will be observed or evaluated. When instructing one group, the teacher should be able to acknowledge difficulties that students outside the group are having in such a way that instruction continues. The teacher can maintain this strategy by making eye contact to all students at all times.

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The 1 secret to teaching students classroom rules: The first two terms he uses, “With-it-ness” and “Overlapping,” can be used for preventing the misbehavior of other students. Effective teachers move through the lessons at a brisk pace and appear to have very few slowdowns in the flow of activities.

According to Kounin, good classroom management depends on effective lesson management. When every student kounjn has something to do, each will not become bored and find off-task behavior to engage in.

Create your website today. A teacher can keep a timer and assign roles to managemebt to keep the students moving and on a time deadline. Retrieved January 21,from http: The teacher can have students make hand gestures, that will tell the teacher whether the student has a comment or question concerning the lesson. My presentations Profile Feedback Log out. Call on students at random by asking questions kounnin the room to be sure that students are paying attention.

Calling on Sara when she is paying attention may encourage her to pay attention all of the time. When instructing one group, a teacher should be able to acknowledge difficulties that students outside of the group may be having so that instruction may continue.

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